This digest explains that burnout results from the chronic perception that one is unable to cope with daily life demands. Teachers must face classrooms full of students every day; negotiate potentially stressful interactions with parents, administrators, counselors, and other teachers; contend with relatively low pay and shrinking school budgets; and ensure students meet increasingly strict standards. This can result in a form of burnout at some point in their careers. The digest looks at the nature of the stress response, describes the development of the burnout construct, and examines several types of prevention that can be useful in helping teachers contend with an occupation that puts them at risk for burnout. Primary prevention includes organizational practices which allow teachers some control over their daily challenges. Secondary prevention focuses on early detection of problems before they emerge as full-blown disorders. Tertiary prevention involves ameliorating symptoms of burnout. The digest concludes that primary prevention is preferable, but all types can be effective. (Contains 19 references.) (SM)